School of Education

Faculty of Education

ESH390

Cultural Awareness: Non-Indigenous and Aboriginal and Torres Strait Islander Interface

12.5%

Unit Outline

Dr Mary O’Dowd

CRICOS Provider Code: 00586BU

ESH390 Unit Outline Version: 02-16

ContentsCultural Awareness: Non-Indigenous and Aboriginal and Torres Strait Islander Interface......1

Contact Details...........................................................................................................................3

Course Philosophy Statement and Course Learning Outcomes.................................................4

Graduate Quality Statement.......................................................................................................4

Unit Description.........................................................................................................................5

Changes Made to This Unit........................................................................................................5

Learning Outcomes for ESH390................................................................................................6

Prior Knowledge &/ or Skills.....................................................................................................6

Learning Resources Required....................................................................................................7

Details of Teaching Arrangements.............................................................................................9

Teaching Strategies/Learning Approaches Specific to This Unit..............................................9

Unit Schedule...........................................................................................................................10

Assessment Alignment for ESH390.........................................................................................12

Assessment for ESH390...........................................................................................................16

How Your Final Result is Determined.....................................................................................19

Requests for Extensions...........................................................................................................19

Penalties...................................................................................................................................19

Review of Results and Appeals................................................................................................20

Academic Referencing.............................................................................................................20

Plagiarism.................................................................................................................................20

Academic Misconduct..............................................................................................................21

Information Essential to all Units............................................................................................21

Useful Websites.......................................................................................................................21

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Contact Details

Unit Coordinator/ LecturerName: Mary O’Dowd

Campus: Launceston

Email: mfodowd@utas.edu.au

Phone: 03 6324 3345

Room number: A229a

Consultation hours: Weds 3.00- 5.00pm

Course Coordinator

Click on the link below to view Course Coordinators’ contact details (Education courses only).

http://www.utas.edu.au/education/student-resources/course-coordinators-and-support-staff

** For all other specific contact details related to this unit (e.g., Tutors, Administrative staff, Student Adviser), please refer to the unit content in MyLO.

ESH390 Unit Outline Version: 02-16

Course Philosophy Statement and Course Learning OutcomesThe Faculty of Education has developed Course Philosophy Statements and Course Learning Outcomes for each course. The course philosophy underpins every aspect of learning and teaching and ensures our courses are consistent, relevant and compliant with accrediting agencies’ and professional standards. This ensures a holistic approach to the discipline and robust curriculum alignment. The course philosophy and course learning outcomes are reviewed annually to ensure continual improvement, renewal and currency. The principles embedded in these documents reflect our commitment to leading practice nationally and internationally in the content, design and delivery of curriculum in a higher education context.

Please visit the link below to find the Course Philosophy Statement and Course Learning Outcomes for your course (Education courses only): http://www.utas.edu.au/education/learning-and-teaching/student-resources/policies-and-procedures/course-philosophy

Graduate Quality StatementThe University of Tasmania experience unlocks the potential of individuals. Our graduates are equipped and inspired to shape and respond to the opportunities and challenges of the future as accomplished communicators, highly regarded professionals and culturally competent citizens in local, national, and global society. University of Tasmania graduates acquire subject and multidisciplinary knowledge and skills, and develop creative and critical literacies and skills of inquiry. Our graduates recognise and critically evaluate issues of social responsibility, ethical conduct and sustainability. Through respect for diversity and by working in individual and collaborative ways, our graduates reflect the values of the University of Tasmania.

Please visit the link below to find out how this Graduate Quality Statement is mapped to the Course Learning Outcomes for your course (Education courses only): http://www.utas.edu.au/education/learning-and-teaching/student-resources/policies-and-procedures/course-philosophy

ESH390 Unit Outline Version: 02-16

Unit DescriptionStudents are enabled to constructively consider the interface of Aboriginal and Torres Strait Islander1 and non-Indigenous issues, histories, cultures and perspectives in education, the curriculum and the ‘hidden curriculum’. The unit has four foci which are integrated: identity/ nationalism, history, ethics and pedagogy. It considers these foci as they relate to Aboriginal and Torres Strait Islander students and non-Indigenous students, cultural engagement and racism in education and in Australian society. The unit enables students to develop an ethical position and critical reflection to recognise that cultural engagement in any classroom is contingent on the teacher’s awareness of his/her own cultural positioning; and the process and pedagogy enables students to identify and challenge institutional political, racial and social injustices in education. The unit enables students to own a position from which to be confident and capable to teach the interface of Aboriginal, Torres Strait Islander and non-Indigenous histories and perspectives since colonisation and to teach Aboriginal, Torres Strait Islander and non-Indigenous students with cultural insight and respect. The unit fosters deep thinking and engagement with ethical issues that are vital to being an effective and transformative teacher capable of fostering restorative justice and reconciliation.

Changes Made to This UnitThe Faculty of Education is committed to the improvement of all units and courses and welcomes the perspectives of students, including insights gained through the University’s student evaluation of teaching and learning (eVALUate). In light of this feedback, the following changes have been made to this unit to improve student learning:

The unit has been revised to further develop its efficacy in culturally responsive pedagogy.

There are new readings.

The assessment questions have been updated. AT3b has been changed to a take home exam.

There have been additions to address the particular requirements of ACEQA.

1The term ‘Indigenous people' is used sometimes in this outline. It embraces Australian people of Aboriginal and/or Torres Strait Islander cultures, not to blur these different identities but to recognise the significant non-Indigenous ignorance that has to be overcome before they can be engaged with separately.

ESH390 Unit Outline Version: 02-16

Learning Outcomes for ESH390On successful completion of this unit, you will be able to:

1. Identify, reflect on, critically assess and respond to the dominant cultural paradigms impact in the social, political and educational interface of non-Indigenous Australians and Aboriginal and Torres Strait Islander students and peoples in education;  

2. Develop and demonstrate knowledge and critical understanding of the cultural and institutional issues that impact on the capacity and willingness of non-Indigenous people to extend educational justice to Aboriginal and Torres Strait Islander students and peoples;

3. Identify local and national teaching and learning resources and pedagogies and demonstrate how they foster and develop Aboriginal and Torres Strait Islander students’ engagement in education;

4. Demonstrate the ability to identify, critically analyse and use teaching and learning resources and pedagogies to foster and develop all students’ knowledge of Aboriginal and Torres Strait Islander perspectives and history;

5. Demonstrate evidence of an ethical teaching practice that is effective in realising the goals of restorative justice, in order to achieve educational justice and Reconciliation for Aboriginal and Torres Strait Islander and non-Indigenous students.

6. Demonstrate the capacity to use and transfer professional communication skills in a range of socio-cultural contexts and forums and apply constructive feedback.

Prior Knowledge &/ or SkillsAs a student in this unit you will be encouraged to be an active participant in your own learning. Your life experiences will be valued and drawn upon within your studies. Work submitted for assessment in this unit may draw on knowledge and skills that you can reasonably be expected to have acquired before enrolling in this unit, or in the course. This includes knowledge of appropriate communication, information literacy, analytical, critical thinking, and problem-solving skills. You are encouraged to take responsibility for further developing these skills and applying them to professional contexts. These skills and attitudes are those you will need as a teacher, and to experience personal achievement.

ESH102 or EAL102

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Learning Resources RequiredLibrary

Reading ListsReading Lists provide direct access to electronic readings and provide an easy way to find material on Reserve set by the Unit Coordinator for a particular unit. To access Reading Lists please go to http://rlms.utas.edu.au/erl/

Required ReadingsRequired Readings are set by the Unit Coordinator as readings that are essential for this unit. Students need to buy these texts as they will be a useful resource throughout your study and your future teaching practice.

Price, K. (Ed.) (2015). Aboriginal and Torres Strait Islander Education: An introduction to the teaching profession. Cambridge, MA: Cambridge University Press.

Perrin, R. (2015). Pocket guide to APA style (5th ed.). Stamford, CT: Cengage Learning*.

*Please note there is no requirement to purchase the Perrin text if you already have the previously required Faigley text.

Additional required reading for Early Childhood Educators

Department of Education Employment and Workplace Relations [DEEWR]. (2009). Belonging Being & Becoming: The Early Years Learning Framework. Canberra, ACT. https://www.coag.gov.au/sites/default/files/early_years_learning_framework.pdf

Department of Education Employment and Workplace Relations [DEEWR]. (2009). Educators Belonging Being & Becoming: Educator’s guide to the Early Years Learning Framework. Canberra, ACT. https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

‘Understanding cultural competence’ http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/EYLFPLP_E-Newsletter_No7.pdf

Mundine, K. & Giugni, M. (2006). Diversity and difference: Lighting the spirit of identity (E-Version only) http://www.earlychildhoodaustralia.org.au/shop/product/diversity-and-difference-lighting-the-spirit-of-identity-e-version/

Recommended ReadingsRecommended Readings are set by the Unit Coordinator as readings that will be useful for this unit to develop your knowledge and understanding of teaching and course-specific content. If you are seeking sources of evidence to support your assessment work, you will

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find these readings a useful starting point. There is no requirement to buy these texts/materials.

Beresford, Q., Partington, G. & Gower, G. (Revised 2012). Reform and resistance in Aboriginal Education: Fully revised edition. Crawley, WA: UWA Press.

Craven, R. (Ed.) (2011). Teaching Aboriginal Studies (2nd Ed.). Crow’s Nest, NSW: Allen and Unwin.

Harrison, N. (2011). Teaching and Learning in Aboriginal education (2nd Ed.). South Melbourne, VIC: Oxford University Press.

Phillips, J. & Lampert, J. (2012) Introductory Aboriginal and Torres Strait Islander Studies in Education: Reflections on the importance of knowing, Frenchs Forest, NSW: Pearson.

University of Tasmania (2015). APA. In Referencing and assignment writing. Retrieved from http://utas.libguides.com/content.php?pid=27520&sid=199805

EC students only (recommended)

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2012). Programming and planning in early childhood settings (5th ed.). Port Melbourne, VIC: Cengage Learning.

Other ResourcesA more detailed list is provided in MyLO. These journals to which the University library subscribes are useful:

Aboriginal History;

Journal of Indigenous Education;

Race, Ethnicity and Education;

Another resource that all students should be familiar with is the Respect Relationships Reconciliation (RRR project) see: http://rrr.edu.au/

Equipment & MaterialsYou will be notified if you are required to purchase any additional equipment or materials.

You are encouraged to obtain a journal (to keep notes on your major learnings as you listen to lectures and undertake tutorial tasks and to reflect on how/if your ethical perspective changes during the unit).

ePortfolioThe Faculty of Education currently supports the use of an ePortfolio tool which can be accessed through MyLO. You may wish to use this tool to document your development as a teacher throughout your initial teacher education course. Any required use of the ePortfolio

ESH390 Unit Outline Version: 02-16

tool will be clearly outlined as part of the Assessment Details in the Unit Outline and the necessary skills will be taught as part of the learning experiences of the relevant unit.

Details of Teaching ArrangementsExternal Students: Learning and Teaching arrangements are available from the MyLO Home Page of each unit. Along with accessing the one-hour lecture online, you will be able to download your 2-hour tutorial work each week from the MyLO site. It is a requirement that you evidence your professionalism by engaging with lectures, all required readings and tutorial work.

On-Campus Students: Learning and Teaching arrangements: there is a one-hour lecture which you are required to download and listen to prior to the face to face two-hour tutorial. You are required to attend the tutorial; other details will be provided by your lecturer at the beginning of the semester.

Teaching Strategies/Learning Approaches Specific to This UnitThe unit combines and uses reflective, experiential and constructivist learning. Lectures provide a theorised, critical interpretation of each week’s topic with ideas, questions and scenarios which students are expected to reflect on. Tutorials provide a deeper knowledge of the history and lecture content. Engagement with lectures, tutorials and readings are essential to gain the necessary understandings to pass the unit as they form an integrated approach.

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Unit Schedule Week Module / Topic Other Notes

1Introduction:Welcome to Country & welcome and celebration of your presenceOverview of the unit and assessments.

Theme: ‘Past into the present’ Reflection on your potential for transformative teaching and your worth in the context of the importance of this unit.The ‘e’ word: ‘ethics’ and overcoming the ‘r’ words: ‘racism’ and ‘resistance’. Thinking into history and settler-colonialism and finding out about the past. Understanding the links between cultural awareness in this unit and cultural awareness of other cultures (a re-occurring theme)

Reflecting on your positioning: questionnaire now to be reviewed in week 13.Exciting video

2Theme: Frontier violence: the move beyond ‘shame and blame’ Learning and reflecting on identity, fear, guilt and position.Framing & re-framing ‘the problem’ using historiography and ethics to consider racism and the ‘master narrative’. Recognising hidden racisms and overcome racism.

Overview on the peer presentation (AT2)Providing a place for non-Indigenous educators to engage with the issues.

3 Theme: Deeper reflection on nationalism and controversial history: languages enabling dispossessionExperiential learning and the finding the silences in non-Indigenous history, art, literature and perspectives

Core library exercise in thinking into the imagined nation & thinking into cultural safety.Decolonisation

4Theme: History and the present: neo or post-colonialism- reflecting with Uncle Murray

Learning to teach respectfully to Aboriginal and Torres Strait Islander cultures in school & society and non-Indigenous students; teaching through stereotypes

Cultural acknowledgement and respect: culturally responsive pedagogy

5 Theme: Barriers to engagement: ‘whiteness’ and settler-colonialism.

The implications for understanding the ‘interface’ of cultures for lesson development- deep thinking.

Re-forming and revision of weeks 1-4 prior to assessment 1.

6 Theme: Knowing and teaching effectively.

How to apply your knowledge and reflections in classrooms: equity & equality Implicit and explicit inclusion of Indigenous perspectives in a classroom as a place of

cultural interface.

Reflecting on what a cultural interface means for pedagogyBeing an ‘ally’ or being an ethical teacher.

7 Theme: Guest speaker Aboriginal Tasmanian Education (TBA)

Learning history first-hand & listening and learning on the value of community

This lecture is scheduled here but may have to be moved depending on timetabling.

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engagement; education and how your pedagogy can be respectful, liberating and transformative.

8 Theme: effective pedagogy & good lesson sequencing for Aboriginal and Torres Strait Islander & NI Students.

You thinking into resources for teaching in this area and planning a thoughtful pedagogy with deep questions leading into students’ deep thinking.

Shallow vs deep expectations of all students.

Being cultural ALERT

9 Theme: Restorative justice a route map to reconciliation: reflect on responsibility.

Teaching with Indigenous rights as centre; language rights; working with non-standard English.

The right of Aboriginal people to language & the responsibility of the teacher to teach to students whose English is non-standard.Educating the educators

10 Theme: Reflecting on success for Aboriginal and non-Indigenous students: your leadership and how you can lead in school.

Articulating and teaching a culturally responsive pedagogy but going deeper: you as being culturally responsive beyond your class to other staff and the school.

Undertaking professional development with teachers who have never undertaken a unit in cultural awareness

11 Theme: Good teaching

Culturally respectful, safe, responsible and holistic- guest lecturer who has completed research in a range of schools with Aboriginal students.

Guest lecturer RCOn good teaching to Aboriginal students is good teaching to all students

12 Theme: knowing you need to know ‘country’

Torres Strait Islander culture and Aboriginal Cultures: Torres Strait Islander as distinct history; Aboriginal histories in country: living and teaching locally and nationally.

Torres Strait Islanders: another related history & culture

13 Reviewing and revisioning: you as the key teacher transforming your school

Reflecting on knowledge, understanding, cultural interface & success. Ethics and AT3 exam

Understanding what you have achieved and can now offer a school: how your ethical & knowledge perspectives enable you as a valued teacher.

Assessment Alignment for ESH390

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Learning Outcomes (all Learning Outcomes must be successfully

achieved to pass the unit)

Assessment Criteria (% of assessment task grade)

Australian Professional Standards for Teachers

AT

11.Identify, reflect on, critically assess and respond to the dominant cultural paradigms impact in the social, political and educational interface of non-Indigenous Australians and Aboriginal and Torres Strait Islander students and peoples in education; 2.Develop and demonstrate knowledge and critical understanding of the cultural and institutional issues that impact on the capacity and willingness of non-Indigenous people to extend educational justice to Aboriginal and Torres Strait Islander students and peoples; 3. Identify local and national teaching and learning resources and pedagogies and demonstrate how they foster and develop Aboriginal and Torres Strait Islander students’ engagement in education; 4. Demonstrate the ability to identify, critically analyse and use teaching and learning resources and pedagogies to foster and develop all students’ knowledge of Aboriginal and Torres Strait Islander perspectives and history;5. Demonstrate evidence of an ethical teaching practice that is effective in realising the goals of restorative justice, in order to achieve educational justice and Reconciliation for Aboriginal and Torres Strait Islander and non-Indigenous students.6. Demonstrate the capacity to use and transfer professional communication skills in a range of socio-cultural contexts and forums and apply constructive feedback.

AT1: overall weighting 30% of total unit mark1. Demonstrated ability to construct a quality

logical academic argument that addresses each part of the question. 20%

2. Demonstrated use of relevant academic literature, esp. unit readings & text, using APA referencing. 20%

3. Demonstrated critical reflection on literature (unit readings), in teaching in the cultural interface: teaching Aboriginal and Torres Strait Islander histories and perspectives to Aboriginal and Torres Strait Islander and non-Indigenous students. 20%

4. Demonstrate knowledge of, and analytical reflection on literature (inc. unit literature) on culturally responsive and culturally respectful in teaching of Aboriginal and Torres Strait Islander students. 20%

5. Demonstrated professionalism in communication skills and meeting the lecture, tutorial and literacy requirements in the unit & in undertaking AT1. 20%

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds. 1.4 Strategies for teaching Aboriginal and Torres Strait Islander children/students. 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians. 4.1 Support children’s/student participation. 6.3 Engage with colleagues and improve practice.

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds. 1.4 Strategies for teaching Aboriginal and Torres Strait Islander children/students. 2.4 Understand and respect Aboriginal and Torres

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Learning Outcomes (all Learning Outcomes must be successfully

achieved to pass the unit)

Assessment Criteria (% of assessment task grade)

Australian Professional Standards for Teachers

Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians. 4.1 Support children’s/student participation. 6.3 Engage with colleagues and improve practice.

AT

2AT2a presentation & 2b peer review process1.Identify, reflect on, critically assess and respond to the dominant cultural paradigms impact in the social, political and educational interface of non-Indigenous Australians and Aboriginal and Torres Strait Islander students and peoples in education; 2.Develop and demonstrate knowledge and critical understanding of the cultural and institutional issues that impact on the capacity and willingness of non-Indigenous people to extend educational justice to Aboriginal and Torres Strait Islander students and peoples; 3. Identify local and national teaching and learning resources and pedagogies and demonstrate how they foster and develop Aboriginal and Torres Strait Islander students’ engagement in education; 4. Demonstrate the ability to identify, critically analyse and use pedagogy to foster and develop all students’ knowledge of Aboriginal and Torres Strait Islander perspectives and history;5. Demonstrate evidence of an ethical teaching practice that is effective in realising the goals of restorative justice, in order to achieve educational justice and Reconciliation for Aboriginal and Torres Strait Islander and non-Indigenous students.6. Demonstrate the capacity to use and transfer professional communication skills in a range of socio-cultural contexts and forums and apply constructive feedback.

AT2A presentation & 2B peer review process 20% AT2A presentation: stage A pass/fail1. Demonstrated professionalism in communication

skills in responding to AT2; including, meeting the specific timeline requirements and tasks demands; and engagement with lecture, tutorials, readings and literacy requirements in the unit.

2. Demonstrate informed pedagogy in presentation including: stimulating deep questions that students are enabled to answer by quality content; and the effective pedagogical use of relevant, and quality, multi-media that evidences pedagogical reflection on how to engage students and stimulate deeper thinking.

3. Evidenced critical reflection on ethical integrity & cultural awareness in your teaching practice e.g. use of relevant cultural protocols/ considerations; reflection on working with sensitive and controversial issues; avoid ‘othering’ and avoid othering language.

2 Presentation and Peer review stage B 20% of total unit mark1. Demonstrate necessary professional

communication, reading and completion of presentation rubric and peer review requirements as set out in assessment folder (pass/fail)

2. Demonstrate your capacity to provide an intellectually informed (APA referenced), well-reasoned and deeply considered peer review assessment (using the assessment rubric provided in assessment folder for AT2). The peer review will demonstrate your capacity to provide terse and critically informed pedagogical advice to enable your peer to improve the reviewed

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Learning Outcomes (all Learning Outcomes must be successfully

achieved to pass the unit)

Assessment Criteria (% of assessment task grade)

Australian Professional Standards for Teachers

AT

3AT31.Identify, reflect on, critically assess and respond to the dominant cultural paradigms impact in the social, political and educational interface of non-Indigenous Australians and Aboriginal and Torres Strait Islander students and peoples in education;  2.Develop and demonstrate knowledge and critical understanding of the cultural and institutional issues that impact on the capacity and willingness of non-Indigenous people to extend educational justice to Aboriginal and Torres Strait Islander students and peoples; 3. Identify local and national teaching and learning resources and pedagogies and demonstrate how they foster and develop Aboriginal and Torres Strait Islander students’ engagement in education; 4. Demonstrate the ability to identify, critically analyse and use teaching and learning resources and pedagogies to foster and develop all students’ knowledge of Aboriginal and Torres Strait Islander perspectives and history;5. Demonstrate evidence of an ethical teaching practice that is effective in realising the goals of restorative justice, in order to achieve educational justice and Reconciliation for Aboriginal and Torres Strait Islander and non-Indigenous students.6. Demonstrate the capacity to use and transfer professional communication skills in a range of socio-cultural contexts and forums and apply constructive feedback.

AT3: total percentage 50%AT3A: Final presentation (30%) total1. Demonstrated capacity to critically and ethically

reflect on peer review mark and grade you received and to accept or, if necessary, to provide a critically argued and clearly reasoned case for an alternative mark/grade you deem should be awarded. 20%

2. Demonstrated capacity to critically use of peer review process to reflect on and develop your presentation. 10%

AT3B Take home innovative-style exam 20% total3. 1. Demonstrated ability to respond to the

requirements of the take home exam by evidencing: critical engagement with all aspects of the task; critical capacity to apply the core ideas and concepts from the unit; and demonstrated awareness of how your ethical perspective informs your teaching.

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Assessment for ESH390

Assessment Schedule

Assessment Task Date due Percentage Weighting

Australian Professional Standards for Teachers

Assessment Task 1:

Essay

TBC 30% 1.3, 1.4, 2.4, 4.1, 6.3

Assessment task 2a:

PowerPoint Presentation

Assessment Task 2b:

Submitted peer review requirement

Individual dates set for each draft presentation

One week after the presentation is completed

20% As above

Assessment Task 3a:

Final PowerPoint presentation

Assessment Task 3b Take home exam

TBC Total 50%

(Presentation & peer review 30%)

(Take home exam 20%)

As above

It is important to note that all standard (text based) assessment tasks, submitted to MyLO Assignments, will be processed by Turnitin.

Assessment Details

Assessment Task 1: Essay 30% of unit markTask Description: In this task students are to provide a reasoned, critical and theoretically informed essay on the following question. This may be completed individually or in groups of up to 3 students:

The Australian Professional Standards for Teachers (APST) 1.4 and 2.4 must be achieved to move toward restorative justice in education. With reference to the mandatory text, the weekly readings (wks. 1- 6) and the tutorials:

i. Name and briefly discuss the barriers that have been identified in the unit to date which would prevent these standards (1.4 & 2.4) from being achieved by teachers.ii. Critically discuss how three of the significant barriers you identified (above) would be overcome by your practice in knowledge, reflection and pedagogy in your classroom (or, if you are early childhood, in an early childhood setting). iii. Your essay’s conclusion must embrace a summary position of the ethical stance of your teaching re standards 1.4 & 2.4.

Task Length 1,250

Assessment Criteria 1. Demonstrated ability to construct a quality logical academic argument that addresses each part of the question.

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2. Demonstrated use of relevant academic literature, esp. unit readings & text, using APA referencing.

3. Demonstrated critical reflection on literature (unit readings), in teaching in the cultural interface: teaching Aboriginal and Torres Strait Islander histories and perspectives to Aboriginal and Torres Strait Islander and non-Indigenous students.

4. Demonstrate knowledge of, and analytical reflection on literature (inc unit literature) on culturally responsive and culturally respectful in teaching of Aboriginal and Torres Strait Islander students. 20%

5. Demonstrated professionalism in communication skills and meeting the lecture, tutorial and literacy requirements in the unit & in undertaking AT1.

Submission Details Refer to the following URL for the submission process: http://www.utas.edu.au/education/learning-and-teaching/resources/unit-outline-information-essential-to-all-units

Assessment Task 2a: Presentation & peer review process: 20% of unit markTask Description: Students will present a PowerPoint presentation (not Prezi) on a topic related to Aboriginal history/ perspectives from a list provided in week 1. You must select a different topic for each part of the assessment task. Face to face students will be provided with the list in the classroom tutorial.Online students will be provided with a topic list in MyLO tutorial where you select and sign up to one topic online.The topics and weeks each tutorial presentation is due vary as each student’s topic is allocated a date. Once a topic is selected the student must present it on the week allocated (late penalties apply).The assessment rubric for the presentation is in the assessment folder in MyLO. The presentation is initially peer assessed and graded. You will be allocated a peer’s presentation to review (by your tutor).This must be completed within one week of the presentation.

(N.B. Your final revised presentation will be improved in engagement with the peer feedback and peer review process (from watching other presentations & reading other peer reviews of other topics) and will be submitted as part of AT3a).

Task Length A maximum of 25 slides

Assessment CriteriaAT2A presentation: stage A pass/fail1. Demonstrated professionalism in communication skills in responding to

AT2; including, meeting the specific timeline requirements and tasks demands; and engagement with lecture, tutorials, readings and literacy requirements in the unit.

2. Demonstrate informed pedagogy in presentation including: stimulating deep questions that students are enabled to answer by quality content; and the effective pedagogical use of relevant, and quality, multi-media that evidences pedagogical reflection on how to engage students and stimulate deeper thinking (specified in the peer review rubric in the AT2 assessment folder).

3. Evidenced critical reflection on ethical integrity & cultural awareness in your presentation teaching e.g. use of relevant cultural protocols/ considerations; reflection on working with sensitive and controversial issues; avoid ‘othering’ and avoid othering language.

Presentation and peer review 20% of total unit mark (see below)

Submission Details Refer to the following URL for the submission process: http://www.utas.edu.au/education/learning-and-teaching/resources/

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unit-outline-information-essential-to-all-units

Assessment Task 2b: Presentation & peer review process B Task Description: Students complete one detailed peer review as allocated by your tutor. You must review a topic different to the topic you presented. The peer review you undertake will provide pedagogically informed advice on how the presentation reviewed could be improved. A rubric is provided to guide you in the peer review process; the assessment criteria and rubric are provided (see MyLO, Assessments Folder: AT2).

Late penalties applyYour peer review MUST be provided to the pre-service teacher presenter within ONE week of the presentation: Online students post their peer review/s online in MyLO (NOT Assessment Folder) in the tutorial presentation forum where the presentation is posted.Face to face students email your peer review to the person who completed the presentation and cc your tutor.

You are required to submit into the MyLO drop box: the completed cover page provided for the AT2 assessment; The detailed peer review you completed on your peer’s presentation as per the rubric in assessment folder)

Task Length 230 words detailed peer review

Assessment Criteria Details re AT2b: peer feedback process requirements for presentations

1. Demonstrate necessary professional communication, reading and completion of presentation rubric and peer review requirements as set out in assessment folder (pass/fail)

2. Demonstrate your capacity to provide an intellectually informed (APA referenced), well-reasoned, terse and deeply considered peer review assessment (using the detailed assessment rubric provided in assessment folder for AT2). The peer review will demonstrate your capacity to provide critically informed pedagogical (including demonstrating broad knowledge and understanding of the impact of culture, cultural identity and linguistic background) advice to enable your peer to improve the reviewed presentation. It will demonstrate your pedagogical capacity to identify the major strengths of the presentation (but the focus is on improvement). The mark and grade you award will demonstrate your capacity to accurately assess the peer review; and to briefly justify your pedagogical decision (mark) with reference to other peer reviews or presentations undertaken in your group.

Submission Details Refer to the following URL for the submission process: http://www.utas.edu.au/education/learning-and-teaching/resources/unit-outline-information-essential-to-all-units

Assessment Task 3a: Final PP Presentation & peer review process: 30%

Task Description: Your presentation is revised and developed and demonstrates reflection on peer feedback (and from the peer review process with your tutorial group). The finalised presentation is submitted as AT3a.

Task Length 25 slides

Assessment Criteria1. 1. Demonstrated capacity to produce a pedagogically informed presentation

which demonstrates critical use of the peer review process to reflect on and develop your presentation (including demonstrating broad knowledge and understanding of the impact of culture, cultural identity and linguistic

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background). 2. 2. Evidence of critical and ethical reflection on peer review mark and grade you

received for your presentation demonstrated in acceptance of the mark or, if necessary, to provide a critically argued and clearly reasoned case for an alternative mark/grade that informs your professional pedagogical judgement re your presentation. More details on the process are provided in the AT3A assessment advice in the assessment folder.

Submission Details Refer to the following URL for the submission process: http://www.utas.edu.au/education/learning-and-teaching/resources/unit-outline-information-essential-to-all-units

Assessment Task 3b: Take home exam 20%Description/ Conditions: You may work individually or in groups with up to 3 members. The exam will assess your capacity to draw on one/two Power Point presentations (you chose - yours or another person/persons) into a very brief lesson sequence the details of which will be provided when the take home exam is released.Take home exam 3b (provided 7th Oct). The specific details will be provided when the take home exam is issued.

Date

Exam released on 07/10/2016

Due date in Drop Box: 12/10/2016

The final take home exam is provided.

See the Current Students home page (http://www.studentcentre.utas.edu.au/examinations_and_results/) on the University’s website.

How Your Final Result is DeterminedIntegral to successful completion of this unit is attainment of each of the learning outcomes (LOs). Therefore, in addition to a total, averaged final grade, your performance against each of the LOs will be assessed separately. To be eligible to pass the unit, you will need to successfully demonstrate you have met each LO. Any student who attains an overall passing grade for the unit but who has failed no more than one LO will be given a supplementary assessment opportunity to demonstrate their attainment of the relevant LO.

It is expected that you will receive help (from your Lecturer in the first instance) if you are unclear of the requirements for a particular assessment task well before the due date.

The range of grades available for this unit are: FAIL (NN), PASS (PP), CREDIT (CR), DISTINCTION (DN) and HIGH DISTINCTION (HD).

All grades are provisional, until confirmation by the Assessment Board at the end of semester.

Requests for ExtensionsExtensions are a formal matter and all requests for extensions must be applied for via the Assessment Task Extension Request in the Assignment Submission Folder in your MyLO unit.

Extensions should be requested at least three calendar days prior to the submission date. Only the Unit Coordinator can grant an extension, so please ensure you contact the Unit

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Coordinator rather than your tutor or Student Adviser. See Requests for Extension for further information.

PenaltiesThe Faculty of Education applies penalties for both exceeding the word count on an assessment task and late penalties where the due date for the assessment task is not adhered to. See Penalties for further information.

Review of Results and AppealsAppeals against grades for assessment tasks are the right of all students. It is important to note that a resubmission and an appeal are two different processes. If an assessment task is awarded an NN it cannot automatically be resubmitted. The student can, however, appeal the grade.

Students wishing to appeal against a final result in a unit must do so within ten days of the result notification. Please download the Application for Review of Assessment form

See Appeal an Award for an Assessment Task or Appeal an Award for a Final Result in a Unit for further information.

Academic ReferencingIn your written work you will need to support your ideas by referring to scholarly literature, works of art and/or inventions. It is important that you understand how to correctly refer to the work of others, and how to maintain academic integrity.

Failure to appropriately acknowledge the ideas of others constitutes academic dishonesty (plagiarism), a matter considered by the University of Tasmania as a serious offence.

The appropriate referencing style for this unit is American Psychological Association (APA).

The University library provides information on presentation of assignments, including referencing styles and should be referred to when completing tasks in this unit.

The Faculty of Education Guide to Writing and Referencing has been developed by Faculty staff to help students towards good academic writing and referencing practices. It is available on the Library website Library Website > Subject Guides > Education > Referencing tab or via the link above.

Please read the following statement on plagiarism. Should you require clarification please see your unit coordinator or lecturer.

PlagiarismPlagiarism is a form of cheating. It is taking and using someone else's thoughts, writings or inventions and representing them as your own; for example, using an author's words without putting them in quotation marks and citing the source, using an author's ideas without proper acknowledgment and citation, copying another student's work.

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If you have any doubts about how to refer to the work of others in your assignments, please consult your lecturer or tutor for relevant referencing guidelines. You may also find the Academic Honesty site on MyLO of assistance.

The intentional copying of someone else’s work as one’s own is a serious offence punishable by penalties that may range from a fine or deduction/cancellation of marks and, in the most serious of cases, to exclusion from a unit, a course or the University.

The University and any persons authorised by the University may submit your assessable works to a plagiarism checking service, to obtain a report on possible instances of plagiarism. Assessable works may also be included in a reference database. It is a condition of this arrangement that the original author’s permission is required before a work within the database can be viewed.

For further information on this statement and general referencing guidelines, see the Plagiarism and Academic Integrity page on the University web site or the Academic Honesty site on MyLO.

Academic MisconductAcademic misconduct includes cheating, plagiarism, allowing another student to copy work for an assignment or an examination, and any other conduct by which a student:

a. Seeks to gain, for themselves or for any other person, any academic advantage or advancement to which they or that other person are not entitled; or

b. Improperly disadvantages any other student.

Students engaging in any form of academic misconduct may be dealt with under the Ordinance of Student Discipline, and this can include imposition of penalties that range from a deduction/cancellation of marks to exclusion from a unit or the University. Details of penalties that can be imposed are available in Ordinance 9: Student Discipline – Part 3 Academic Misconduct.

Information Essential to all UnitsIn addition to the information contained in this unit outline, it is essential that you read important details related to other areas of your study that are available at the following URL: http://www.utas.edu.au/education/learning-and-teaching/student-resources.

Turnitin and Academic IntegrityTurnitin is an online tool that checks the originality of electronic documents by comparing them against other documents stored in its databases. We recommend using this tool prior to submitting your assessments. Turnitin is available through the Academic Honesty Module in MyLO.

Useful Websites Australian Institute for Teaching and School Leadership

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http://www.aitsl.edu.au/

Australian Curriculum, Assessment and Reporting Authority http://www.acara.edu.au/

Early Years Learning Frameworkhttp://www.mychild.gov.au/agenda/early-years-framework

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